Open Access

ARTICLE

Perceived teacher autonomy support and college students’ creativity: The mediating role of academic engagement and the moderating role of emotions

Xiao Huang^1,*, Suqing Chen², Fairuz A’dilah Binti Rusdi¹

1 Faculty of Language Studies and Human Development, University Malaysia Kelantan, Kota Baru, 16100, Malaysia
2 Faculty of Arts and Law, Nanchang Institute of Technology, Nanchang, 330044, China

* Corresponding Author: Xiao Huang. Email:

Journal of Psychology in Africa 2025, 35(5), 641-650. https://doi.org/10.32604/jpa.2025.066349

Received 06 April 2025; Accepted 24 September 2025; Issue published 24 October 2025

Abstract

This study examined the perceived teacher autonomy support effects on college students’ creativity, and the role of academic engagement and affect (positive and negative emotions) in that relationship. The study sample comprised 637 undergraduates (366 females, 271 males). Results from structural equation modelling with a moderated mediation framework indicated that perceived teacher autonomy support positively predicted college students’ self-reported creativity. Academic engagement partially mediated the relationship between autonomy support and creativity, whereby higher perceived autonomy support predicted greater academic engagement, which subsequently promoted creativity. Both positive and negative emotions strengthened the link between autonomy support and engagement; high levels of positive and negative emotions triggered stronger moderation than low states. These findings align with Self-Determination Theory and affective perspectives, indicating that both positive and context-dependent negative emotions can enhance engagement in supportive contexts. Implications highlight the importance of autonomy-supportive teaching and emotional regulation strategies to foster creativity.

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Keywords

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